Year 9 Course Guide 2019 - stleonards.vic.edu.au - St Leonard's College
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Year 9
Course Guide 2019
stleonards.vic.edu.au 163 South Road, Brighton East VIC 3187
stleonards.vic.edu.au | 1
2 | St Leonard’s College Year 9 Course Guide 2019
Contents Introduction 4 Core Subjects CUE Program 7 English 9 Geography 10 Head, Heart and Soul 11 Health and Physical Education 12 History 13 Languages Other Than English 14 Mathematics 16 Science 17 Sport 18 Elective Subjects American History – Rise of a Superpower 19 Animation and Photography 20 Art 21 Drama 22 Food Science 23 Games Creation 24 Globalisation 25 Literature 26 Music: Performance and Styles 27 Music: Recording, Composing and Performing 28 STEM: Design, Build and Program a Robot 29 Sport Science 30 Textiles 31 Visual Communication Design 32 Victorian Certificate of Education Course 33 International Baccalaureate Diploma Programme 35 Front cover Mia Scasserra, year 9 2018
Introduction
Welcome to year 9 in 2019. This Course Guide provides details of the subjects
available in 2019 and will be a useful reference in selecting your course of
study for year 9.
This Course Guide provides information about the from the areas of the arts, health, English and history.
courses offered in year 9 that are common for all Students should have a balance of areas of study
students. The aims of each core subject are included, within their choice of elective units. This ensures a
as well as details of the content covered over the breadth of education and the greatest range of choice
year, the learning and teaching methods used, and for subjects at years 11 and 12. Students will be
information regarding assessment. It is hoped that this expected to complete a formal examination in their
guide will stimulate discussion between students and elective subjects, as well as their core subjects, with
their parents about what is happening in the classroom the exceptions of Health and Physical Education, and
throughout the year. Head, Heart and Soul.
Curriculum structure In year 10, the elective program expands to include a
Years 9 and 10 can be seen as a two-year sequence. greater range of humanities and arts subjects, as well
In years 7 and 8 all students are engaged in a common as incorporating Sports Science and access to a range
core curriculum with limited choice, providing a strong of VCE units. Languages also become elective subjects
foundation for future studies. At years 11 and 12, in year 10. More information regarding the details of
students have a very broad range of choice to cater for the year 10 program can be obtained from the Director
their individual talents, needs and future directions. of Learning Operations, Robyn Marshall:
It is in years 9 to 10 that students are introduced to robyn.marshall@stleonards.vic.edu.au
some choice to allow them to pursue areas of interest
or areas in which they have a particular talent. Whilst Years 9 and 10 provide a foundation for students
there is some choice, there is still the foundation of a to make an informed choice about their subjects in
common core of subjects. years 11 and 12 and their choice of program: the
International Baccalaureate Diploma Programme
Of the areas of discipline-based learning, students (IBDP) or the Victorian Certificate of Education (VCE).
study English, Mathematics, History, Geography,
Science, LOTE, Health and Physical Education, and
Sport within their core. Elective subjects are drawn
4 | St Leonard’s College Year 9 Course Guide 2019The IBDP is a two-year program in which students take • Head, Heart and Soul
six subjects over the two years. These subjects must • Health and Physical Education
include a modern language, a science, and a humanities • History
subject, along with mathematics and English. • Languages Other Than English
• Mathematics
In the VCE program, students choose 22 semester- • Science
length units over a two-year period, and each unit is • Sport
assessed using a variety of assessment tasks. Many
of the year 9 and year 10 elective units provide a Year 10
foundation for later VCE units and students should • Commerce (1 Semester)
bear this in mind when planning courses. • English
• Health and Physical Education
A summary of the VCE and IBDP subjects offered at St • History or Geography (1 Semester)
Leonard’s College is given at the back of this • Mathematics
booklet. If you require information at this stage about • Science
courses available in years 11 and 12, please contact • Sport
the Director of Learning Operations or view the course
Elective subjects
guides on the St Leonard’s College website.
Year 9
Students choose two elective subject units from the
Subject Equivalent 80 minute
following:
sessions per fortnight
• American History – Rise of a Superpower
English 6
• Animation and Photography
Mathematics 6
Science 6 • Art
Geography/History 5 • Drama
Languages Other Than 5 • Food Science
English • Games Creation
Health and Physical 2 • Globalisation
Education • Literature
Sport and Sport Skills 2
• Music: Performance and Styles
CUE Program 1
• Music: Recording, Composing and Performing
Head, Heart and Soul 1
• Sport Science
• STEM
Core subjects
• Textiles
The following subjects are compulsory for all students:
• Visual Communication Design
Year 9
• CUE Program Year 10
• English Students choose four elective units from the following:
• Geography • Art
stleonards.vic.edu.au | 5• Drama In considering their elective choices, students should
• Food Science identify their strengths and weaknesses, their areas of
• Geography of Conflict interest, and areas which might provide prerequisites
• History - The Banality of Evil for further studies. Having identified these, students
• History - Big History should speak with their parents and teachers for
• Literature advice.
• Mathematics takes you further (S1)
• Mathematics Proof (S2)
• Media Students must choose two semester-length elective
• Music Performance and Styles units for year 9, which will be studied over the course
• Visual Communication Design of the year. While every attempt will be made to
• Software Engineering provide for the choices made by the students, numbers
• Sports Science of classes and class sizes may require a second or third
• Textile Arts preference to be taken. Electives will only run if we
• What the Health? receive sufficient numbers. Students will be notified
where an elective they have selected will not run and
LOTE an alternative subject can be selected.
Taken as a two-unit sequence
• Chinese Students are encouraged to read the Web Preference
• French Access Guide and follow its instructions when
• Spanish completing the online selection. Please also follow the
instructions for submission by the due date. Elective
Year 11 units choices will be confirmed before the end of 2018.
VCE Units 1 and 2 subjects taken as a two-unit
sequence Robyn Marshall
Director of Learning Operations
See Year 10 Course Guide 2019 on the College website robyn.marshall@stleonards.vic.edu.au
for a list of Unit 1 and 2 subjects available at year 10.
Choosing an elective program
Students should look at years 9 and 10 as a two-
year program and should plan their elective choices
accordingly. Students will not be locked into year 10
choices at this stage, however it is worthwhile to plan
for a two-year program rather than a series of one-off
electives. Students will make choices for year 10 in
term 3 of year 9.
6 | St Leonard’s College Year 9 Course Guide 2019Core subjects
CUE Program
The CUE experiential learning program takes students their impact on individuals, local communities and
on an inquiry-based journey both on and off campus. the global community
The three Domains – Community Service Urban • encourage students to become more sustainable
Exploration and Environmental Sustainability – immerse decision makers and people of action
our young people in issues such as trade and economics, • instill in each student, a positive attitude toward
multiculturalism, immigration, social welfare, self, the community and their world
conservation, ecotourism, and sustainable living. • develop in students greater independence and
the life skills and qualities required to become
In Year 8, the students begin elements of the CUE independent learners and workers, including the
program, with “CUE Experiences” in the Urban Domain ability to:
to foster skills that will enhance their Big Experience –– act responsibly in a variety of settings
–– communicate with others
In term 1 of year 9 students participate in a Big –– show initiative in managing problems and
Experience, which will broaden elements of the new situations
CUE program and applies them to different cultural –– negotiate with others for successful
experience either overseas or within Australia. outcomes
–– plan and organise their time to get work
Throughout the year students spend time off campus done
engaging in all three domains: Community Service, –– adapt to changing circumstances
Urban Exploration and Environmental Sustainability. –– evaluate their own performance and reflect
They also have a timetabled period a fortnight allocated on change and personal growth
for reflection and extension of their learning. –– effectively make decisions in a variety of
situations
More information on the CUE program and Big –– think creatively to solve problems
Experience will be distributed throughout the year. –– work effectively with others
–– effectively use appropriate technology,
Objectives including information and communications
The CUE program aims to: technology
• engage students in positive learning and social
experiences beyond the classroom
• provoke inquiry into real world issues, focusing on
stleonards.vic.edu.au | 7Content Learning and teaching methods
Community Service: After nominating their For the Community and Urban domains, CUE
preferences, students will be allocated a community experience days are held once a fortnight, timetabled
service organisation, and each fortnight will participate on a rotating basis. These days involve the student
in the organisation’s programs to understand how it being off campus for the whole day, working in
serves the community. Students will be responsible small groups or independently. Field days for the
for travelling to and from their placement to further Environmental Sustainability domain are completed
develop their independence. The placements currently during the five day Extended Environmental
offered by the College include nursing homes, Experience, as well as during scheduled class time.
organisations catering for disabilities, community Preparing for, reflecting on and extending CUE
based organisations, early learning centers and experiences are important aspects of the program
primary schools. and form the academic components for teaching and
learning. A concept-based approach to learning is
Urban Exploration: This domain requires students to adopted to cater for the specific needs of the activity
reflect upon and investigate what makes a city: how and the students.
it looks, how it feels, how it acts and how it interacts.
Students negotiate transport, and look into our social Assessment
welfare system, multicultural nature and economic Much of the assessment will be formative in nature
drivers, focusing on the development of the city of involving observation and discussions with the
Melbourne and its northern suburbs. Public transport students.
will be the main mode of travel and it is expected that • Participation and involvement in the CUE
students will become competent users of Melbourne’s Experience Days
public transport system. • Domain-related reflection and extension tasks
• Big Experience ‘journey.doc’ workbook.
Environmental Sustainability: Whilst investigating the
global issue of sustainability, this domain takes a local There is no semester examination for CUE.
focus on the themes of protection and conversation,
consumption and waste management, and human
impact and action in order to change behaviours and
attitudes towards the environment. Students will
complete the field-work component of this domain
during the Extended Environmental Experience
(year 9 camp). This will be facilitated by the Outdoor
Education Department along the Great Southwest
Walk in term 3.
8 | St Leonard’s College Year 9 Course Guide 2019Core subjects
English
Aims Reading: Students are encouraged to read widely
The year 9 English course aims to develop students’ in addition to the set texts to develop a love and
ability to: appreciation of literature.
• use the conventions of written English
• write in a variety of styles Listening: Activities designed to encourage and
• listen carefully and speak clearly and coherently enhance courteous and effective listening skills are
• read fluently and with perception used throughout the year.
• respond perceptively to different literary and non-
print genres, including popular culture Assessment
• Written tasks including analytical and creative
Content responses
Texts form the basis of study in English. In 2017 the • Oral work
following texts were studied: • Examination in each semester
• Our Faces, Our Places: This unit focuses on
Australian and Asian literature, including a
selection of poetry and short stories
• Of Mice and Men by John Steinbeck
• Romeo and Juliet by William Shakespeare
• English Skills Builder Book 2 will be used throughout
the year to improve skills in grammar, spelling,
punctuation and vocabulary
Teaching and learning methods
Speaking: Class discussions, group work, individual
talks, reading aloud, debating, and the Dr Norm Fary
Public Speaking Competition.
Writing: Formal essay techniques, writing within a
time limit in test conditions, and close analysis of key
passages..
stleonards.vic.edu.au | 9Core subjects
Geography
The year 9 Geography course has been designed to Biomes and Food Security
complement the CUE program by making geographical Students will investigate the distribution and
connections to the program. Geography focuses on characteristics of biomes including climates, soils,
investigating how people, through their choices and vegetation and productivity. Environmental, economic
actions, are connected to places throughout the world and technological factors that influence crop yields in
in a variety of ways, and how these connections help Australia and across the world will also be discussed.
make and change places and their environments. This The interconnection between food production and
unit examines the interconnection between people land and water degradation will be covered including
and places through the products people buy and the the challenges in feeding the current and projected
effects of their production on the places where they populations of Australia and the world, and responses
are made. Students examine different biomes and the to these challenges.
issue of food security globally. Distinctive aspects of
interconnection are also investigated using studies Geographical Inquiry and Skills
drawn from Australia and across the world. A framework for developing students’ geographical
knowledge, understanding and skills is provided
Content through the inclusion of inquiry questions and specific
Geography of Interconnection – How do we inquiry skills, including the use and interpretation
connect with places? of maps, photographs and other representations of
Students will investigate people and their connections geographical data.
with places. This will include the way people interact
with places, how we change places and how places Assessment
change us. The development of Melbourne will be Students will complete a number of assessment tasks
investigated including its history, CBD, suburbs and including the end-of-semester examination, tests,
the rural urban fringe. Effects of people’s travel, research assignments and case studies in Geography.
recreational, cultural or leisure choices on places, and
the implications for the future of these places will be
linked to Big Experience destinations.
10 | St Leonard’s College Year 9 Course Guide 2019Core subjects
Head, Heart and Soul
Aims The concepts of religion, opinion, belief and truth are
An ongoing theme over years 7, 8 and 9 is the also critically examined to assess and understand
philosophy of religion and faith. Students will be the difference between cultural aspects of religious
encouraged to: practice and the nature of a relationship with God.
• Study and assess the nature and claims of religious
teachings in relation to God and faith Learning and teaching methods
• Examine the difference between the culture Each unit is designed to build student knowledge
of structured religion and issues of faith and and skills by using teaching and learning activities
relationship with God designed to meet the inquiry-based method of learning
• Explore the concept of a personal faith – investigation, communication and participation.
Activities will include a variety of interesting tasks
A specific aim for year 9 is for students to gain an that will be completed either as individual or group
appreciation of the major religions associated with the submissions. The actual mix of teaching strategies will
Asian countries visited during their Big Experience. vary from one staff member to the next but the range
of teaching and learning strategies employed could
Content include research based work, videos and newspaper/
Students are challenged to carefully consider the magazine articles, class discussions, worksheets and
nature and claims of religious culture and teachings. analytical exercises, and drama presentations.
They are encouraged to critically analyse the broader
concepts of religion and faith, and the specific claims Assessment
of the world’s major religious teachings. It is expected • Class work – participation in group work, class
that students will incorporate a specific focus on the discussion and completion of unit work
religions of the countries that they will visit as part of • Research projects
their Big Experience.
There is no semester examination for Head, Heart and
Students also explore a range of other topics including Soul.
religious history, contemporary religious events, a
personal faith journey, spirituality, world current
events, and world religions.
stleonards.vic.edu.au | 11Core subjects
Health and Physical Education
Aims Physical Education Content
Students learn to apply health and physical activity Practical participation in the following units:
information to devise and implement personalised • Active for Life (Community)
plans for maintaining healthy and active habits. • Invasion Games
They also experience different roles that contribute • Net/Wall Games
to successful participation in physical activity, and • Active for Life (Recreation)
propose strategies to support the development of
preventive health practices that build and optimise Learning and teaching methods
community health and wellbeing. The curriculum also In Health, a variety of teaching and learning methods
provides opportunities for students to refine and will be employed, including small group discussions,
consolidate personal and social skills in demonstrating practical work, web-based media, research projects
leadership, teamwork and collaboration in a range of and educational games. In Physical Education teachers
physical activities. adopt a ‘games sense’ teaching approach, which
engages students in a variety of minor and modified
Content games. This is the optimal teaching environment to
In each term, a health concept is explored in two to develop skill execution, tactical awareness and games
three lessons, with the remaining Health and Physical play principles.
Education (HPE) lessons devoted to practical PE
classes. Students participate in Sports Skills once per Assessment
cycle, which links HPE concepts with their ACS sport of Assessment and reporting is based on a variety of
choice. assessment rubrics, including:
• Online Units Tests
Health Content • Classwork and collaboration
Health concepts explored in the following units: • Participation in practical classes
• Screen Time and Media • Game sense (decision making, tactical awareness,
• Youth Health Issues skill execution and game appreciation)
• Perspectives on Health
• First Aid Principles There is no semester examination for Health and
Physical Education.
12 | St Leonard’s College Year 9 Course Guide 2019Core subjects
History
The year 9 History course aims to provide students Assessment
with a broad understanding of the period 1750 to Assessment for this subject will be based on a range of
1918. This era saw industrialisation and rapid change the following:
in the ways people lived, worked and thought. It • Classwork and home learning
was a time of nationalism and imperialism, and the • Source analyses
colonisation of Australia was part of the expansion of • Research projects
European power. The period culminated in World • Essays
War I – the ‘war to end all wars’. • Semester examination
Students begin with an overview of the period 1750
to 1918 so that they can appreciate the context of
the core units to be investigated. They look at the
Industrial Revolution and its impact on the lives of
people in the 18th and 19th centuries. Specifically,
students will look at the ways in which the movement
of people was affected. The three topics of slaves,
convicts, and migrants will provide the context of this
area of study.
Imperial rivalry, originating partly from the Industrial
Revolution, culminated in World War I, and students
study a range of aspects of that conflict. They
investigate the causes of the war and the reasons for
Australia’s involvement; the places where Australians
fought, including Gallipoli and the Western Front; the
impact of the war on Australia; and the way the war is
commemorated in the modern era.
stleonards.vic.edu.au | 13Core subjects
Languages Other Than
English
Why study a language? • Learning a language other than English enhances
The broadest aim of language learning is to develop a your knowledge of English grammar
love and appreciation for the importance of language
and cultural studies. This is critical in a culturally Aims
diverse nation like Australia. It is also a great asset The primary aim of language learning in year 9 is
for a generation of young people who will almost to provide students with opportunities to further
certainly travel or work abroad throughout their develop their listening, speaking, reading and
lives. Language studies promote increased interest in, writing skills. We aim to provide all students with a
understanding of and respect for people from diverse challenging curriculum, which will give them a sense
backgrounds. Students’ horizons are broadened of achievement upon completion of year 9 as well as a
through their introduction to a wider environment and solid foundation for continued language studies. This
an understanding of different language communities. will keep their options open for VCE or IBDP studies.
When travelling they can interact with local people
in a meaningful way. Their understanding of other Some of the specific aims in terms of language learning
communities is enhanced by their cultural and include developing:
linguistic knowledge. • an understanding of different text types for
different purposes and audiences
Practical considerations for studying a • a variety of writing styles for different purposes
language and audiences
Students may also consider the following: • a thorough understanding of the grammatical
• The International Baccalaureate Diploma underpinnings of the language
Programme requires students to study a foreign • communication skills specific to each language
language • information and computer technology skills to
• In recognition of the challenges inherent in assist in language acquisition and communication
language learning, students who study a language • study techniques for language tests and
at year 12 receive a bonus in their Australian examinations
Tertiary Admission Rank (ATAR) • independent learning strategies, such as wider
• Employers respect the perseverance required to reading, dictionary use and editing skills
study a language
• An ability to speak a foreign language can be a great
advantage in a range of employment situations and
is a requirement for certain jobs
14 | St Leonard’s College Year 9 Course Guide 2019Content • Students will work in groups to practise speaking
Reading, writing, speaking and listening skills are and writing skills and to further cooperative
developed by an examination of language in context. learning
Some of the communicative situations in which • Students will use computers to practise language
students will develop their knowledge and application skills through games and in the preparation of
of grammar are listed below: written work
• Students will perform role plays and individual
French: Talking about family life and yourself, getting presentations to foster confidence in speaking
about town and Paris, talking about future events, • Students will be encouraged to further their
projects, holiday plans and part-time work, describing language skills independently, finding opportunities
and recounting past events and actions, talking about to use the language such as watching TV programs,
a range of leisure and social activities, discovering reading magazines, and conversing with speakers of
life in France and francophone communities, healthy the language
lifestyles.
Prerequisites and assessment
Chinese: Holidays, talking about the weather, To undertake studies in a particular language at year 9,
different countries and languages, modes of transport, students will require a background in that language at
describing people, daily routines, directions and places, years 7 and 8. Students will be expected to complete
discussing weekend plans, employment, living in all work requirements including assignments, the
China, shopping, travel in China, understanding tourist workbook and homework exercises. There will be
information, buying souvenirs, Chinese festivals. regular tests to monitor student progress. There will
be an examination at the end of semester 1 and a final
Spanish: Friendships and family relationships, talking assessment task at the end of semester 2.
about past experiences, writing short stories, travel to
Spanish speaking countries, healthy lifestyles, youth
matters, and the world of advertisement, part-time
work, leisure, feelings, and express ideas in the future
tense. Students will continue learning grammar and
different text types.
Learning and teaching methods
• Students will view videos to learn about the culture
of each language and to practise the language
• Songs and poetry will be used to provide enjoyment
and to reinforce the language
• Students will learn to use the language in creative
ways by preparing scenarios, surveys, descriptions,
brochures or posters
stleonards.vic.edu.au | 15Core subjects
Mathematics
Aims • The Extension group covers the same topics as the
Mathematics provides students with access to year 9 Mainstream group, but in greater depth.
important mathematical ideas, knowledge and skills. • The Accelerated group covers content from the
The curriculum also provides students with the basis Level 9, 10 and 10A curriculum and provides an
on which further study and research in mathematics opportunity for students to proceed to VCE
and applications in many other fields are built. • Mathematical Methods Units 1 and 2 in year 10.
The aims of mathematics education are to ensure Students will be allocated to a group as determined by
students: the Mathematics Faculty, based on learning behaviours
• can apply knowledge and skills by learning and and performance in year 8 Mathematics.
practising mathematical algorithms, routines
and techniques and use them to find solutions to Content
standard problems The content for year 9 mathematics is formed by topics
• are confident, creative users of mathematics, able from the strands number and algebra, measurement
to investigate, represent and interpret situations and geometry, and statistics and probability. Students
• develop an increasingly sophisticated will be informed of the specific topic areas at the start
understanding of mathematical concepts and of the academic year.
fluency with processes, and the ability to reason,
pose and solve problems Learning and teaching methods
• use technology effectively and appropriately to In mathematics, students expand and organise their
produce results that support learning mathematics thinking in more formal ways by becoming involved
and its application in different contexts in processes such as critical and creative thinking and
problem solving in addition to formal, explicit teaching
Structure of skills. The ability to explain their reasoning and the
In year 9 there are four maths groups that take into correct use of a formal academic language takes on
account the different experiences, abilities and more importance in year 9.
learning needs of students:
• The Mainstream group study the standard year 9 Assessment
mathematics course. Formal assessment is based on students’ achievements
• The Foundation group caters for students requiring on graded assessment tasks that could include
additional support. This group studies a modified topic tests, problem solving tasks and the semester
version of the year 9 mainstream course. examination.
16 | St Leonard’s College Year 9 Course Guide 2019Core subjects
Science
Science and its applications are part of everyday life. them. The topics listed below are used as a means to
Science education develops students’ abilities to ask introduce and develop the skills and interests needed
questions and find answers about the natural and to be successful in further scientific studies. Important
physical world. It provides students with insights into basic concepts are introduced and used to challenge
the way science is applied and how scientists work the critical and creative thinking skills of students.
in the community, and helps them to make informed
decisions about scientific issues, careers and further Areas of study include:
study. • Body systems
• Scientific method
The Science curriculum at St Leonard’s College helps • Ecology
and encourages students to: • Waves
• develop knowledge and skills central to biological, • Electricity
chemical, earth and physical sciences • Chemical reactions
• apply knowledge of science and understanding of
some key scientific theories, principles and ideas Learning and teaching methods
to explain and predict events in the natural and The variety of classroom teaching activities include:
physical world • research and practical tasks
• develop and use the skills of scientific investigation, • group and individual assignments
reasoning and analysis to generate or refine • computer simulations and data-logging
knowledge, find solutions and ask questions • role plays, drama and creative compositions
• develop scientific attitudes such as flexibility, • guest speakers and excursions
curiosity, respect for evidence, and critical • comprehension, discussion, interpretation and
reflection analysis of data, articles and other information
• communicate scientific understanding in • self and class tests and examinations
appropriate scientific language to a range of
audiences Assessment
A range of tests, semester examinations, experiments,
Content investigations, PowerPoint presentations and projects
The year 9 Science course has been designed according are used to assess the skills of collecting and using
to the philosophy that it is the responsibility of every information through observation, measurement,
individual to have an awareness and understanding experimenting, interpreting and problem solving.
of the scientific developments happening around
stleonards.vic.edu.au | 17Core subjects
Sport
The Association of Coeducational Schools (ACS) is • Students having a sense of identity and belonging
a school sports association founded in December to a team, and representing the College with pride
1997 to provide students with opportunities to learn
traditional and new sports. St Leonard’s College is The sports provided throughout the Middle School
a founding member of the ACS and participation is program are listed below:
compulsory for students in years 7 to 11.
(optional co-curricular Year 12) Girls Boys
Summer Soccer Basketball
Year 9 ACS Sport is played each Thursday afternoon. Softball Cricket
Tennis Hockey
There are two seasons of sport – summer and winter
Volleyball Softball
– each with 11 rounds plus a Grand Final. Students are Table Tennis
required to play or train each Thursday and participate Winter Basketball Football
in the Sport Skills training program, which runs once a Hockey Soccer
fortnight during school time. Netball Tennis
Table Tennis Volleyball
Match times
Students also have the opportunity to be selected to
Games start at 2.30pm (with the exception of cricket
represent St Leonard’s College in the ACS Swimming,
which starts at 2.00pm) and continue until completed.
Athletics and Cross Country Carnivals.
All sports should finish by 4.00pm and 4.30pm for
cricket. Students return at approximately 4.30pm on
home fixtures and 5.15pm on away fixtures (with the
Sports Skills
Sport Skills is directly related to ACS sport, and
exception of cricket). On training days, students will
students learn skills and tactics that will enable them
return to school by 3.35pm.
to perform more effectively and confidently in their
chosen sport. Additionally, the program incorporates
Some of the main aims and learning outcomes of the
community sport electives and House sport
ACS program include:
tournaments. Throughout these different learning
• Further development and application of the
options, students will have a variety of coaches
knowledge, skills, attitudes and values gained
and teachers with sports-specific expertise. This
through physical education
component is not-assessed, with the focus being on
• Encouraging all students to maximise their
enjoyment and involvement.
potential, and to use their knowledge and skills
in an appropriate sporting and educational
environment
18 | St Leonard’s College Year 9 Course Guide 2019Elective subjects
American History – Rise of a
Superpower
How did the United States of America become the • How did the role of government change during the
most powerful country in the world by the middle of Great Depression?
the twentieth century? • What was the impact of individuals during the Civil
Rights Movement?
This elective introduces students to the foundation
years of the United States, and explores the Assessment
development of the nation through key events and Assessment will involve class participation and home
ideas. learning, class tests, inquiry projects, and the semester
examination.
Students investigate the movement for independence
and how the 13 colonies managed to defeat Britain; Students who choose this elective will:
the growth and functioning of slavery in the Southern • Develop knowledge and understanding of
states, and the role of the Civil War in the development significant events in American history from the
of the nation. discovery of America to the Civil Rights Movement
• Use a range of primary, secondary, oral and visual
The course examines the growth of major cities sources
such as New York and Chicago and the impact of • Use evidence to formulate historical questions and
industrialisation and immigration; then the role of hypotheses
government during the Great Depression and the • Analyse and critically evaluate historical
significance of individuals during the Civil Rights perspectives
Movement, thereby building on and expanding the • Identify the problems of using historical
concepts, skills and knowledge gained in the core representations
History course. • Explore key concepts, such as continuity and
change; cause and effect; time, place and space.
Key questions for investigation and discussion include:
• Was The American War of Independence
inevitable?
• How was industrialisation crucial to the emergence
of the United States as a world power?
• In what ways was the Civil War a war for freedom?
stleonards.vic.edu.au | 19Elective subjects Animation and Photography Let’s Get Animated! Assessment This program introduces students to the animation Assessment is based on the development and production process, from conception to post- production a folio of digital works including: production. It provides an opportunity for students • 2D animation - creating animations and the to learn a range of specialised digital skills such as 2D production process animation techniques, basic 3D digital forms, photo • Studio and outdoor photography - photography manipulation, sound, special effects, understanding folio illustrating a range of genres file formats, and file management. Course work will • Examination – 90 minutes be enhanced by first-hand experience of professional practices within the industry through an excursion to the Australian Centre for the Moving Image and an animation workshop. Snap To It! This course is designed to provide students with photographic skills that allow them to take creative control, get the most out of DSLR cameras, and explore contemporary photographic production processes. Students will have the opportunity to expand their knowledge of photographic techniques and develop ideas to foster creativity with the camera. The program covers both studio-based and outdoor photography, and looks at a variety of photographic genres. In addition, students will learn to use digital imaging software such as Photoshop to manipulate photographs and create visual effects. These specialist software programs are relevant to current industry practices, and students will present a portfolio based on a range of themes developed through the semester. 20 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects
Art
The conceptual focus of this course explores the Visual Diary
‘Expression of Art through Experience’. Taking The visual diary is an essential part of the course and
inspiration from significant artists of the Impressionist assessment. At the end of each unit of work, all stages
and Contemporary Street Art movements, and their of research, conceptual development, design, and
own lifestyle and experiences, students will compose production must be compiled and presented in this
and create original artworks in a variety of media. They format for final assessment. Students will be provided
will be challenged through experimental and technical feedback throughout each unit of work to guide them on
approaches to both traditional and contemporary art the construction of this form of documented learning.
forms. This will help them to develop their individual
creative and expressive artmaking practices. Students Reflection and Evaluation
will undertake three practical units of work during the Students will present a detailed and descriptive
semester. Each unit consists of five key stages: explore, analysis of all of their learning experiences and the
develop, refine and create, resolve, and present. It is final artwork/s at the end of each unit. This will
expected that students will have up to 1.5 hours of include acknowledgement and discussion of research,
homework each week, including tasks such as research, experimentation and conceptual and aesthetic develop-
concept development, annotation, and visual literacy ment during the preparatory stages. Students must
tasks that support their practical work. take photos of the stages of production of their work to
present with and support their observations. The final
Students will develop their visual literacy skills by artwork will be reviewed as well, allowing students to
reviewing, analysing and comparing artworks of identify and discuss successes, difficulties and potential
significant artists as well as their own. They will avenues for further growth and artistic expression.
complete two formal written assessment tasks during
the semester to demonstrate their learning and
Assessment
appreciation of art from the periods mentioned above.
Assessment criteria for each area of study will include
all aspects of the research, design and production
Year 9 Art is recommended for progression to year 10
of each artwork, in keeping with practices currently
Art, Media, and Visual Communication Design.
used in senior years. There will be two formal class
assessment tasks during the semester that focus on
Folio students’ visual literacy skills, responding to questions
Students develop a folio of major works which will on the artists, styles and art forms studied.
include drawing, painting and mixed media (stenciling,
spray painting, collage and markers). Smaller *There is no end of semester examination for this
experimental works will also be completed within each
subject.
area of study.
stleonards.vic.edu.au | 21Elective subjects
Drama
Two drama courses are offered at year 9: Practical tasks include: improvisation tasks, a group
Semester 1: Naturalism and Character performance from a chosen naturalistic script, a
Semester 2: Non-Naturalistic Storytelling scripted dialogue performance focusing on subtext,
class presentations of short, group-devised movement
The year 9 drama course aims to develop and extend performances, and a self-devised monologue
the skills and knowledge covered at a basic level in year performance.
8. Students are introduced to basic acting, movement
and performance techniques, with an emphasis Non-Naturalistic Storytelling
on developing creativity, clarity and conviction in (Semester 2)
presentations. Topics include: storytelling, non-naturalism, ensemble
building, movement, manipulation of time and space,
These electives will appeal to students who enjoy and a Big Experience performance.
working practically and creatively, are interested in
artistic concepts and human behaviour, have an Practical tasks include: group devised storytelling
appreciation for aesthetics, and enjoy performance. performance, non-naturalistic ensemble performance,
The style of learning in this subject is unique in that a group devised performance in a chosen non-
it involves a large degree of physical activity, creative naturalistic style, and a performance based on the Big
input and social interaction. Interpersonal skills are Experience.
an important facet of this subject, and are as valuable
in real life as they are on the stage. Self-presentation, In general, Drama will be studied in a variety of forms:
awareness, expression, discipline and empathy are also character workshops, development of short dramatic
developed through the study of drama. scenes, the rehearsal and performance of scripts,
improvisation and acting exercises, as well as theatre
This elective may benefit students contemplating a sports games. Students are required to keep a Drama
career that involves strong communication skills as journal in which they will record information from
well as careers in the arts. class, evaluate performance work, and file scripts and
notes.
Naturalism and Character (Semester 1)
Topics include: improvisation, focus and the theatre, Assessment is based on drama composition and
naturalism, character development, subtext, performance, the journal, performance reviews, a
monologues, elements of movement, and performance. written examination, and a practical performance.
22 | St Leonard’s College Year 9 Course Guide 2019Elective subjects
Food Science
Course Outline preparation skills required for cooking a range of
Food Science investigates food from around the world cuisines.
with a focus on Asia. It aims to promote healthy eating
by gradually shifting, where necessary, students’ Assessment
food preferences and choices in the direction of the The following tasks will be used to assess student
principles of the Australian Guide to Healthy Eating. work:
• Production – organisation, practical application,
Topics covered in this elective unit include: time management
• Practical food skills and knowledge, including • Research tasks
food preparation, time management, safe use of • Designing meals based on specifications
equipment and appliances, and food hygiene • Practical and theory examination
• International flavours and cuisines – traditional
ingredients and food preparation methods from Food Science can be chosen for one semester only.
around the world The study of Food Science at year 9 level provides an
• How immigration has impacted on food availability excellent foundation for future studies in both Health
in Australia and Human Development and Food Studies.
• Quick and healthy snack foods
• Nutrition – food nutrients and exercise levels
required for optimal health and development
• Making healthy food choices – food selection
models and reading food labels
Students undertake a variety of practical tasks that
serve to reinforce the knowledge gained throughout
the course, whilst developing the practical food
stleonards.vic.edu.au | 23Elective subjects
Games Creation
Games Creation is an opportunity for students to in each software application and the student’s ability
be creatively involved with analysing, designing and to apply those skills in a problem-solving situation. This
coding their own computer games. The aim of the unit will be determined from folio or class work, skills tests,
is for students to become accustomed to the coding and the quality of the major projects.
environment and to take industry-relatable steps in
software development using games creation. Projects
• Python: Loop and Array based games
The course covers the following software types: • Unity: 3D visual game
• 3D game (Unity)
• Scripting coding language (Python) Tests
• Python coding
The Problem Solving Methodology is the industry • C# coding
standard and used in VCE studies, and its application • Semester examination
is relevant to those who wish to take their Digital
Technologies studies further into year 10 and beyond. Pathways
Course requirements will comprise teacher-directed Games Creation provides a pathway to further
classes and a set of self-paced exercises designed studies in areas such as computer science, software
to progressively develop skills and computerisation development and digital graphics.
thinking. While all students will be expected to reach
a prescribed level of competency, the nature of the
course enables students to develop at their own pace
and provides scope for extension for more able and
diligent learners.
This course is suitable for students with little or no
exposure to the applications listed above.
Assessment
Assessment will be based on the level of skills acquired
24 | St Leonard’s College Year 9 Course Guide 2019Elective subjects
Globalisation
The Globalisation elective will explore the following globalisation including its impact on the environment,
two topics: human rights, and the potential exploitation of
workers.
1. Democracy
2. Globalisation Assessment
Home learning exercises, class tests, assignments and
The subject provides an opportunity for those students semester examination.
who are interested in international issues and current
affairs to deepen their understanding of how the global
political system operates.
Democracy
Students will examine the key features of democracy
and investigate a range of international case studies
to consider how democracy has been challenged.
Students will also explore the Australian government’s
roles and responsibilities at a global level, the role
of the United Nations and Australia’s involvement in
overseas peacekeeping. Students will also participate
in a Mock UN Security Council, where they will be
allocated specific roles and be required to resolve an
international crisis.
Globalisation
Students will be able to define ‘globalisation’ and
explore its benefits for Australia. They will consider
the social, economic and political consequences of
globalisation. Students will investigate Australia’s
relationship with China and other Asian states and
also consider some of the negatives consequences of
stleonards.vic.edu.au | 25Elective subjects
Literature
The study of literature provides an opportunity for This course will teach students how to think creatively
students to examine the ways in which a variety of and analytically.
texts represent experience, and to consider them in
light of their own understanding and life experience. Content
Texts are valued for their use of language to recreate Texts form the basis of study. Some texts analysed
and interpret experience imaginatively. Students study closely in previous years include:
challenging and layered texts drawn from a range of • An extensive collection of poetry, including poems
genres such as poetry, drama, prose and film. by Sylvia Plath, ee cummings, Judith Wright
and William Blake, as well as contemporary
Aims performance poetry
• To develop an enjoyment of literature • Short stories dealing with a variety of themes from
• To encourage students to read widely and authors such as Nam Le, Margaret Atwood and
independently Ernest Hemingway
• To develop an understanding of the variety of • The study of postmodernism and parody through
human experience and a critical appreciation of our film adaptations such as The Princess Bride
culture and the cultures of others, past and present, • The examination of humour through plays such as
as it is represented in literature The Importance of Being Earnest by Oscar Wilde
• To extend students’ understanding of the different
ways in which literary texts are constructed Assessment
• To encourage students to read closely and critically A variety of tasks will form the assessment. These
• To develop the skills and knowledge required to may include creative responses, passage analysis
respond creatively to literature and analytical essays. There will be the opportunity
to refine oral communication skills through class
The year 9 Literature classroom offers a supportive discussions and oral presentations.
environment for the active exploration of the ideas
raised in a variety of texts. Students will learn to
share ideas through a range of activities, including
discussions, as well as analytical and creative writing,
including commentaries, short stories, script writing,
and poetry.
26 | St Leonard’s College Year 9 Course Guide 2019Elective subjects
Music: Performance and
Styles
Aims class as appropriate to their individual level of skill.
Music Perform ance and Styles aims to develop skills in
performing, composing and musicianship. This subject Music technology will be used where appropriate
will help to prepare students with the background throughout the course.
concepts for the study of music in the senior school.
Students wishing to undertake this subject must be Assessment
having private music lessons (singing or instrumental) • Performance
either within or outside of the College, as performance • Composition
skills are an integral part of the classes. • Musicianship
• End of semester examination
Content
In this course students will develop their music Please note that this subject will run in both semesters
performance skills, both individually and as part when there are sufficient numbers. Students are able to
of an ensemble. There will be a focus on reading elect Music Performance and Styles for both semesters
music notation, developing theory knowledge and as the content will vary. While one semester will focus on
consolidating aural skills. Students will explore a range Music Theatre, the other semester will focus on Music of
of music from different genres through listening and other Culture(including African Drumming).
analysis. Students will also develop their composition
skills using different approaches, including music
technology. The analysis and composition will relate to
the various genres of music being studied, with a focus
either on Music of other Cultures (including African
Drumming) or Music Theatre.
Learning and Teaching methods
A range of practical tasks will be included in this course
to engage and inspire students in their study of music.
Students will be given time to perform, compose and
create while building their musicianship skills. There
will be the opportunity for group work, and students
will complete solo and/or group performances to the
stleonards.vic.edu.au | 27Elective subjects Music: Recording, Composing and Performing Aims Assessment Music - Recording, Composing and Performing aims to • Workshops – Sibelius and Pro Tools develop composition, performance, arranging and • Projects - three negotiated musical products music production skills. More broadly the subject aims • Test – Pro Tools skills test to develop students’ creative thinking, problem solving and technology skills. Content The course includes a number of short skill-building workshops and the development of three negotiated musical products. The skill-building workshops focus on developing music technology and composition skills. The negotiated musical products can take many forms including a composition, an arrangement of a piece of music or a recorded performance. Learning and teaching The skill building workshops are placed early in the Semester and explore Sibelius and Pro Tools through teacher –lead instruction and hands-on learning. Throughout the subject students consolidate and further their music technology skills, using the Project Based Learning model, by planning and creating three negotiated musical products. This elective will help provide students with the background for the study of music at the IBDP and VCE level. Completion of the year 8 Music - Recording Studio elective subject would be of benefit, but is not essential. 28 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects
STEM: Design, Build and
Program a Robot
This course integrates science, technology, engineering Creative students with an interest in design,
and mathematics to create practical solutions to construction and programming will enjoy this course.
real-world problems. Students will combine new Many new occupations and career paths require STEM
technologies such as 3D printing, electronics and skills. Accordingly, this course offers students excellent
programming to build a working robot that addresses a preparation for life beyond secondary and tertiary
current challenge in the world. study.
The course seeks to develop skills in research, design, Creative students with an interest in design,
engineering, technology and hands-on construction. construction and programming will enjoy this course.
Many new occupations and career paths require STEM
Students will address topics and challenges in the skills. Accordingly, this course offers students excellent
following areas: preparation for life beyond secondary and tertiary
• Plan and design: education.
–– What is it?
–– What must it be able to do?
–– Which design features will it incorporate?
• Modeling and refinement:
–– Making a prototype
–– Testing the prototype and making changes
–– Refining ideas and constructing a fully-
functional final product
Assessment
• Engineering report: background research,
specifying requirements, design process, testing
and evaluation
• Final model - how well the product works to solve
the problem
• End-of-semester examination
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